Running Head: SOAP NOTE

Running Head: SOAP NOTE

 

 

 

 

 

 

SOAP NOTE 1- DEPRESSION

Name of Instructor:

Course Title:

Due Date:

 

IDENTIFYING DATA

A.D is a 55-year-old Hispanic male who came to the clinic accompanied by one of his daughter due to feeling hopeless and depressed more each day, feeling muscle tension. Both are worried with this condition, and are looking for a close are of of his situation

CHIEF COMPLAINT: “I notice I feel more depressed everyday.”.

FAMILY HISTORY

Mother- passed away 2 months ago, of a Myocardial Infarction. Father alive- history of Colon cancer, patient has 1 daughter healthy with no medical history. Patient has a brother, current with diabetes mellitus type 2. No other conditions reported between those family members.

PERSONAL HISTORY

The patient equation has enjoyed good health throughout his life. He has never been troubled by anything and has been able to handle all the challenges that come his way. He has been able to establish social networks that help him during difficulties. However, the patient in question has been living an isolated life. There is a possibility he has not been getting the support he had before. This possibly worsened his mental status resulting in depression.

MEDICAL HISTORY

That was a point in the past when the patient broke his arm in a minor accident. It is an event that it’s believed to have caused him stress. This is because it made him hard to work for himself as he is used to. His absence from the workplace could have contributed to his feeling of depression. As a person known to love his work, this accident likely caused the depression case in question.

SOCIAL HISTORY

The patient is not a social person. He prefers to be alone in the majority of cases. He is also known to be a private person with his issues. It is suspected there is a possibility that he is undergoing an issue he is afraid to communicate with others (Palgi, Shrira, Ring, Bodner, Avidor, Bergman & Hoffman, 2020). This is why the patient must be approached with care to diagnose his issue and medical conditions.

OCCUPATIONAL HISTORY

Deficient in question has been productive in most of his years. His occupation has been more office-based; therefore, he has spent most of his time indoors. There are a few scenarios where the patient was subjected to fieldwork. As a less going person, the feedback could have gone better with him. He was pushed to the Limit, and at some point, he felt like quitting his job.

PAST PSYCHIATRIC HISTORY

The best psychiatric history of the patient is shallow and needs more information. The limited data provided makes it difficult to ascertain a psychiatric history.

HISTORY OF PRESENT ILLNESS

Patient has been depressed for a couple of months. The patient wanted to seek medical advice and support, but the current case of depression has not allow him. Today came accompanied by his daughter, due to as per patient, he is aware that every day he feels more depressed, hopeless, feeling with muscle tension and constantly. Patient denied any suicidal ideation, but report feeling really bad. This is why the patient needs further medical attention to manage his medical condition. The patient is in direct need of help because of his disturbed mental status. This is why his case has to be considered objectively and treated as the cause of his depression.

IMPRESSIONS

From the diagnosis, the patient seems ready for any medical treatment, he will be subjected to. If it were therapies, the patient would be ready to go through all necessary therapies to recover from his mental status (Strawbridge, Carter, Marwood, Bandelow, Tsapekos, Nikolova & Young, 2019). If the patient has to be treated through medication, he is also ready for all the processes.

PRIMARY DIAGNOSIS

— Depression : A group of conditions associated with the elevation or lowering of a person’s mood. A mental health disorder characterized by persistently depressed mood or loss of interest in activities, causing significant impairment in daily life.

According to the DSM5 (American Psychiatric Association, 2013). Patient presents with more than five of the following symptoms:

Combination of biological, psychological, and social sources of distress.

The persistent feeling of sadness or loss of interest.

Changes in sleep, appetite, energy level, concentration, daily behavior, or self-esteem.

Depression can also be associated with thoughts of suicide.

Anxiety may occur as a symptom of clinical (major) depression.

Feeling muscle tension as cause of the stress caused the depression.

Isolation person don’t involve in social activities.

DIFFERENTIAL DIAGNOSIS

1. Social Anxiety Disorder

Focus of the fear involves concerns over being embarrassed and negatively evaluated by others.

Panic sensations are cued by anticipated and actual exposure to social and evaluative situations.

2. Separation anxiety disorder: Anxiety sensations are cued by perceived and actual separation from family members, rather than fears of being negatively evaluated or criticized by others.

3. Panic Disorder: High anticipatory anxiety across various social situations. Recurrent, unexpected panic attacks in the absence of phobic cues. Patients may interpret their intense physical symptoms as threatening or dangerous.

PLAN:

Labs will be drawn: -TSH, -CBC. Exams: ECG.

Safety: -Patient must not be alone, due to suicide risk. This patient has had depression for months. If his sad state persists, the patient can begin thinking about committing suicide.

Pharmacological Treatment: Celexa to 60 mg daily which patient states she has used in the past with good results. The possible side effects are: Headache, nausea, diarrhea, dry mouth, increased sweating, feeling nervous, restless, fatigue, or having trouble sleeping (insomnia).

 

 

REFERENCES:

Palgi, Y., Shrira, A., Ring, L., Bodner, E., Avidor, S., Bergman, Y., … & Hoffman, Y. (2020). The loneliness pandemic: Loneliness and other concomitants of depression, anxiety and their comorbidity during the COVID-19 outbreak.  Journal of affective disorders,  275, 109-111.

Strawbridge, R., Carter, B., Marwood, L., Bandelow, B., Tsapekos, D., Nikolova, V. L., … & Young, A. H. (2019). Augmentation therapies for treatment-resistant depression: systematic review and meta-analysis.  The British Journal of Psychiatry,  214(1), 42-51.

TOPIC: Comprehensive Assessment Part One: Competency Matrix

TOPIC: Comprehensive Assessment Part One: Competency Matrix

This project has 2 parts. This is part 1.

Please Use the DNP-840A Comprehensive Assessment Part One: Competency Matrix Form Attached  to complete the whole assignment.

Please use the other attached documents to complete the Comprehensive Assessment Part One: Competency Matrix.

Title of Project: Impact the number of depression screenings and referrals to a child psychologist.

Assessment Description

The DNP comprehensive assessment provides learners the opportunity to demonstrate their achievement of core and specialty DNP competencies. It is also an appraisal of learners’ ability to integrate and synthesize knowledge within the context of their scholarly and practice interests and their readiness to complete the DPI Project. The two-part comprehensive assessment includes evaluation of work completed throughout the program and a final synthesis and self-reflection demonstrating achievement of programmatic outcomes. In Part One of the assessment, learners are required to collect and review coursework deliverables and practice immersion hours completed in the program thus far. In Part Two, learners will be required to synthesize and reflect on their learning and prioritize work for their DPI Projects.

General Requirements:

Use the following information to ensure successful completion of the assignment:

  • Doctoral learners are required to use APA style for their writing assignments.
  • You are not required to submit this assignment to LopesWrite to verify similarity score & plagiarism.

Directions:

To complete Part One of the DNP Comprehensive Assessment:

Use the “Comprehensive Assessment Part One: Competency Matrix” (ATTACHED) to collect evidence from your completed program coursework to demonstrate how you have met selected competencies of the DNP program. Coursework to review includes:

Programmatic :

  • Reflective Journals
  • Case Reports
  • Scholarly Activities (DNP 810A, DNP-830A, and DNP-840A)
  • 10 Strategic Points (DNP-820A)
  • DPI Project Draft Prospectus (DNP-830A)
  • Literature Review (DNP-830)
  • Course-based assignments from prior courses (DNP-805A      through DNP-840A) eligible for practice immersion hours.

As you complete the matrix, be sure to select key, specific evidence from your coursework and briefly summarize (no more than one or two sentences) how the selected assignments demonstrate your achievement of program competencies. As you review your work, take time to review your instructor feedback regarding areas that may have been weak or lacking, or where points were not fully addressed or supported in your submission. You will need this information for a discussion question in Topic 4.

Your completed matrix will provide you with a “road map” to focus and direct you in the completion of Comprehensive Assessment Part Two. Before you begin Part Two, take time to note any “blank spaces” in the matrix; these spaces indicate competencies left unmet by your coursework to-date. You will need this information for a discussion question as well.

SCHOLARLY ACTIVITY SUMMARY 2

SCHOLARLY ACTIVITY SUMMARY 2

 

2

SCHOLARLY ACTIVITY SUMMARY

 

 

 

 

 

 

Marian Alli

Grand Canyon University

Scholarly Activity Summary

Professor Mary Sizemore

May 12, 2022.

 

 

 

 

 

 

 

 

Scholarly Activity Summary

During my vacation, I participated in a quality improvement committee meeting for a community-based group. A quality improvement committee consists of a group of people who are tasked with the job of ensuring that the processes of a company are continually improved (Vessey et al., 2021). Additionally, the participants of this panel hoped to fix numerous issues inside the business and devise strategies for progress. The group included representatives from all relevant parties including beneficiaries. I attended the event in my capacity as a project beneficiary who also happens to be the target market. Because I work as a nurse, the exercise helped me to improve my understanding of how to recognize a concern or a risk and devise strategies for enhancing the overall quality of care.

A number of issues needed to be addressed by the quality improvement committee. First, there was a worry about beneficiary engagement in programs. Beneficiaries were apprehensive about participating in projects that were intended to help them. It posed a dilemma because it jeopardized the program’s effectiveness as well as the long-term viability of the intervention’s results. The issue would have ramifications for both the implementing partners and even the program beneficiaries. This is because the project implementation group will, or may not reach their aim and the beneficiaries will continue suffering as a result of this. One of the key issues that the panel had to deal with was a misalignment in communication between the benefactors and the program managers. It is truly a regret that most of the beneficiaries were unable to comprehend the jargon utilized by the officials. It may have even led to the first issue. Furthermore, a lack of comprehension led in a lack of effective implementation of the programs. There have been reports that the officials speak in technical language that the beneficiaries are not familiar with. As a result, inadequate communication occurred, which was a significant component to the project’s failure.

In order to resolve the issue, the committee established an effective communications network that would suit all parties while also ensuring cooperation and integration of actions. The staffs were informed of their objectives, which included implementing tactics that would be beneficial to them when interacting with beneficiaries. The team was energized and eager to succeed. At the end of the program, participants were informed about the advantages of participating in programs.

The panel identified the following competencies as being necessary for it to enhance the standard of performance:

• Establishing realistic expectations for work

• Collaboration, cooperation, and effective communications

• Establishing a work group of employees

As a certified nurse, I have learnt that in order to make sure that a project is effective, everyone involved must have a mutual understanding of what is being done. When it comes to other professions, nurses and clinicians must work together to develop a shared understanding of the patient’s contributions to treatment so as to ensure that the patient’s contributions are effective. I also learned that while tackling a specific problem, it is critical to have a wide picture of the situation and build a remedy that considers other elements that may have an indirect impact on the problem.

 

 

 

 

Reference

Vessey, J. A., Wentzell, K., Wendt, J., & Glynn, D. (2021). DNP scholarly projects: Unintended consequences for academic-practice partnerships.  Journal of Professional Nursing, 37(3), 516-520.  https://doi.org/ 10.1016/j.profnurs.2021.03.007

On what policy issues might nurses lobby Congress? What strategies might nurse use to have their voices heard?

On what policy issues might nurses lobby Congress? What strategies might nurse use to have their voices heard?

The discussion must address the topic.

Rationale must be provided

400 words in your initial post by Wednesday 23:59 pm

Minimum of two scholarly references in APA format within the last five years published.

For this Discussion, you select a topic that has both legal and ethical implications for PMHNP practice and then perform a literature review on the topic.

For this Discussion, you select a topic that has both legal and ethical implications for PMHNP practice and then perform a literature review on the topic. Your goal will be to identify the most salient legal and ethical facets of the issue for PMHNP practice, and also how these facets differ in the care of adult patients versus children. Keep in mind as you research your issue, that laws differ by state and your clinical practice will be dictated by the laws that govern your state.

 

  • Select one of the following ethical/legal topics:
    • Autonomy
    • Beneficence
    • Justice
    • Fidelity
    • Veracity
    • Involuntary hospitalization and due process of civil commitment
    • Informed assent/consent and capacity
    • Duty to warn
    • Restraints
    • HIPPA
    • Child and elder abuse reporting
    • Tort law
    • Negligence/malpractice
  • In the Walden library, locate a total of four scholarly, professional, or legal resources related to this topic. One should address ethical considerations related to this topic for adults, one should be on ethical considerations related to this topic for children/adolescents, one should be on legal considerations related to this topic for adults, and one should be on legal considerations related to this topic for children/adolescents.
  • Briefly identify the topic you selected. Then, summarize the articles you selected, explaining the most salient ethical and legal issues related to the topic as they concern psychiatric-mental health practice for children/adolescents and for adults. Explain how this information could apply to your clinical practice, including specific implications for practice within your state. Attach the PDFs of your articles.

SHORT ANSWER ASSESSMENT

SHORT ANSWER ASSESSMENT

As a psychiatric and mental health nurse practitioner, before you can recommend potential pharmacotherapeutics to address a patient’s condition or disorder, you must understand the basic function and structure of the neuron and central nervous system. For this Assignment, you will review and apply your understanding of neuroanatomy by addressing a set of short answer prompts.

TO COMPLETE:

Address the following Short Answer prompts for your Assignment. Be sure to include references to the Learning Resources for this week.

1. In 4 or 5 sentences, describe the anatomy of the basic unit of the nervous system, the neuron. Include each part of the neuron and a general overview of electrical impulse conduction, the pathway it travels, and the net result at the termination of the impulse. Be specific and provide examples.

2. Answer the following (listing is acceptable for these questions):

· What are the major components that make up the subcortical structures?

· Which component plays a role in learning, memory, and addiction?

· What are the two key neurotransmitters located in the nigra striatal region of the brain that play a major role in motor control?

3. In 3 or 4 sentences, explain how glia cells function in the central nervous system. Be specific and provide examples.

4. The synapse is an area between two neurons that allows for chemical communication. In 3 or 4 sentences, explain what part of the neurons are communicating with each other and in which direction does this communication occur? Be specific.

5. In 3–5 sentences, explain the concept of “neuroplasticity.” Be specific and provide examples.

Consider the impact that EBP may have on factors impacting these quadruple aim elements, such as preventable medical errors or healthcare delivery.

Topic: EVIDENCE-BASED PRACTICE AND THE QUADRUPLE AIM

 

To Prepare:

Read the articles by Sikka, Morath, & Leape (2015); Crabtree, Brennan, Davis, & Coyle (2016); and Kim et al. (2016) provided in the Resources.

Reflect on how EBP might impact (or not impact) the Quadruple Aim in healthcare.

Consider the impact that EBP may have on factors impacting these quadruple aim elements, such as preventable medical errors or healthcare delivery.

To Complete:

Write a brief analysis (no longer than 2 pages) of the connection between EBP and the Quadruple Aim.

Your analysis should address how EBP might (or might not) help reach the Quadruple Aim, including each of the four measures of:

1. Introduction

2.Patient experience

3.Population health

4.Costs

5.Work life of healthcare providers

6.Conclusion

Note: At least two outside resources and two or three course- specific resources

REQUIRED READING for REFERENCING

Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer.

Chapter 1, “Making the Case for Evidence-Based Practice and Cultivating a Spirit of Inquiry” (pp. 7–32)

Boller, J. (2017). Nurse educators: Leading health care to the quadruple aim sweet spot.Links to an external site. Journal of Nursing Education, 56(12), 707–708. doi:10.3928/01484834-20171120-01

Crabtree, E., Brennan, E., Davis, A., & Coyle, A. (2016). Improving patient care through nursing engagement in evidence-based practiceLinks to an external site.. Worldviews on Evidence-Based Nursing, 13(2), 172–175. doi:10.1111/wvn.12126

Kim, S. C., Stichler, J. F., Ecoff, L., Brown, C. E., Gallo, A.-M., & Davidson, J. E. (2016). Predictors of evidence-based practice implementation, job satisfaction, and group cohesion among regional fellowship program participantsLinks to an external site.. Worldviews on Evidence-Based Nursing, 13(5), 340–348. doi:10.1111/wvn.12171

Melnyk, B.M., Fineout-Overhold, E., Stillwell, S.B., & Williamson, K.M. (2010). Evidence-based practice step-by-step: The seven steps of evidence-based practiceLinks to an external site.. American Journal of Nursing, 110(1), 51-53.

Melnyk, B. M., Gallagher-Ford, L., Long, L. E., & Fineout-Overholt, E. (2014). The establishment of evidence-based practice competencies for practicing registered nurses and advanced practice nurses in real-world clinical settings: Proficiencies to improve healthcare quality, reliability, patient outcomes, and costsLinks to an external site.. Worldviews on Evidence-Based Nursing, 11(1), 5–15. doi:10.1111/wvn.12021

Sikka, R., Morath, J. M., & Leape, L. (2015). The Quadruple Aim: Care, health, cost and meaning in workLinks to an external site.. BMJ Quality & Safety, 24, 608–610. doi:10.1136/bmjqs-2015-004160

Walden University Library. (n.d.-a).Databases A-Z: NursingLinks to an external site.. Retrieved September 6, 2019, from https://academicguides.waldenu.edu/az.php?s=19981

 

RUBRICS for Grading

1.Write a brief analysis of the connection between evidence-based practice and the Quadruple Aim. Your analysis should address how evidence-based practice might (or might not) help reach the Quadruple Aim, including each of the four measures of:· Patient experience· Population health· Costs· Work life of healthcare providers. The analysis clearly and accurately addresses in detail how evidence-based practice either supports or does not support the Quadruple Aim. … The analysis accurately and thoroughly explains in detail how the four measures of patient experience, population health, costs, and work-life of healthcare providers either supports or does not support the Quadruple Aim. … The analysis provides a complete, detailed, and specific synthesis of two outside resources reviewed on the four measures supporting or not supporting the Quadruple Aim. The response fully integrates at least two outside resources and two or three course-specific resources that fully support the analysis provided with credible and detailed examples.

2. Written Expression and Formatting—Paragraph Development and Organization:Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria. Paragraphs and sentences follow writing standards for flow, continuity, and clarity. … A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.

3. Written Expression and Formatting—English Writing Standards:Correct grammar, mechanics, and proper punctuation. Uses correct grammar, spelling, and punctuation with no errors.

4. Written Expression and Formatting—The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list. Uses correct APA format with no errors.

On what policy issues might nurses lobby Congress? What strategies might nurse use to have their voices heard?

On what policy issues might nurses lobby Congress? What strategies might nurse use to have their voices heard?

The discussion must address the topic.

Rationale must be provided

Are leaders born, or they are made? why?

After reading Chapters 1, 2, and 3, can you answer this question?

Are leaders born, or they are made? why?

Made your response with a minimum of three paragraphs with three sentences each. The response should have references and citations. Remember to reply to one of your peer. The peer respond should have the same format, At least nine sentences, with references and citations.

Reflect on how EBP might impact (or not impact) the Quadruple Aim in healthcare.

To Prepare:

  • Read the articles by Sikka, Morath, & Leape (2015); Crabtree, Brennan, Davis, & Coyle (2016); and Kim et al. (2016) provided in the Resources.
  • Reflect on how EBP might impact (or not impact) the Quadruple Aim in healthcare.
  • Consider the impact that EBP may have on factors impacting these quadruple aim elements, such as preventable medical errors or healthcare delivery.

To Complete:

Write a brief analysis (no longer than 2 pages) of the connection between EBP and the Quadruple Aim.

Your analysis should address how EBP might (or might not) help reach the Quadruple Aim, including each of the four measures of:

  • Patient experience
  • Population health
  • Costs
  • Work life of healthcare providers